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Writing Development in DHH Students: A Bimodal Bilingual Approach

Journal of deaf studies and deaf education, 2023-03, Vol.28 (2), p.211-225 [Peer Reviewed Journal]

The Author(s) 2022. Published by Oxford University Press. 2022 ;The Author(s) 2022. Published by Oxford University Press. ;ISSN: 1081-4159 ;ISSN: 1465-7325 ;EISSN: 1465-7325 ;DOI: 10.1093/deafed/enac045 ;PMID: 36964761

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Title:
Writing Development in DHH Students: A Bimodal Bilingual Approach
Author: Gärdenfors, Moa
Subjects: Adolescent ; Age Differences ; Bilingualism ; Child ; Deafness ; Elementary School Students ; Empirical Manuscript ; Foreign Countries ; Form Classes (Languages) ; Hearing Impairments ; Humans ; Language ; Language Acquisition ; Language Development ; Language Proficiency ; Persons With Hearing Impairments ; Predictor Variables ; Secondary School Students ; Sign Language ; Swedish ; Syntax ; Writing ; Writing (Composition) ; Writing Achievement ; Writing Instruction ; Writing Skills
Is Part Of: Journal of deaf studies and deaf education, 2023-03, Vol.28 (2), p.211-225
Description: Abstract This article describes the lexical and syntactic development of written narratives in 24 deaf and hard-of-hearing (DHH) students aged between 8 and 18 and takes into account how their varying linguistic backgrounds may predict their written performance. All participants use spoken Swedish, but the study also considers their proficiency in Swedish Sign language, which ranged from zero to fluent. Their narrative texts were analyzed in regard to syntax and lexicon, which demonstrated a strong developmental trend in which increased age predicted more complex texts. Age of acquisition did not predict any writing outcome, which is suggested to occur because all participants were exposed to language early, that is, within the critical time window for language acquisition. Sign language proficiency showed a tendency to predict adjective density and number of clauses, which encourages future research in this area, especially since this connection argues for the benefits of early access to a language and the positive relationship between sign language proficiency and writing.
Publisher: United States: Oxford University Press
Language: English
Identifier: ISSN: 1081-4159
ISSN: 1465-7325
EISSN: 1465-7325
DOI: 10.1093/deafed/enac045
PMID: 36964761
Source: Oxford Journals Open Access
Education Resources Information Center (ERIC)
Geneva Foundation Free Medical Journals at publisher websites
MEDLINE
Alma/SFX Local Collection
SWEPUB Freely available online

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Writing Development in DHH Students: A Bimodal Bilingual Approach

The Author(s) 2022. Published by Oxford University Press. 2022 ;The Author(s) 2022. Published by Oxford University Press. ;ISSN: 1081-4159 ;ISSN: 1465-7325 ;EISSN: 1465-7325 ;DOI: 10.1093/deafed/enac045 ;PMID: 36964761

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